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Chater Junior School



Our aim at Chater Junior School is to provide a broad and engaging Science curriculum, and ensure that as a core subject, the teaching of Science is given appropriate prominence. We aim to increase pupils’ knowledge and understanding of the world with increased skills associated with Science as a process of enquiry. Further to this, we aim to develop pupils’ natural curiosity, encouraging respect for living organisms and the physical environment with opportunities for the critical evaluation of evidence.

In conjunction with The National Curriculum, our Science curriculum offers opportunities for pupils to:

  • - Develop scientific substantive and disciplinary knowledge through the teaching of Biology, Chemistry and Physics.
  • - Develop understanding of the nature processes and methods of Science through various types of enquiries that aid pupils in asking and answering scientific questions about the world around them.
  • - Be equipped with the scientific knowledge required to understand the uses and implications of Science today and for the future.
  • - Use a range of methods to communicate their scientific information and present it in a systematic and scientific manner.
  • - Develop respect for the materials and equipment they handle with regard to their own safety and the safety of others.
  • - Develop an enthusiasm and enjoyment of scientific enquiry and discovery.

Science Curriculum Map


At Chater JM School, we ensure that our science planning follows a clear progression of skills and ensures that there is full coverage of, ‘The National Curriculum programmes of study for Science 2014’. The curriculum is adapted and extended to match all pupils’ needs and builds upon their prior knowledge and skills. Where possible, Science is linked to other subjects to support children in developing links between subject areas. Science is taught as discrete units and lessons where needed to ensure coverage.

Before teaching each unit teachers will:

  • - Create a Big Question, which the pupils will answer at the end of the unit.
  • - Assess children’s prior knowledge and skills and use this to ensure their planning builds upon this.
  • - Use the Progression of skills to ensure a sequential teaching of topics
  • - Plan opportunities to work scientifically and carry out investigations that develop their skills.

 During each unit teachers will:

  • - Ensure each lesson has a key question that children will be able to answer through their work and will help them answer the Big Question
  • - Develop the pupil’s use of scientific language highlighting new vocabulary to pupils and displaying it in the classroom for them to use in future lessons.
  • - Give pupil’s the opportunity to develop and extend their scientific concept of the world.
  • - Provide pupils’ with opportunities to make links and use knowledge from other subjects, in particular extended writing opportunities, Mathematics and computing.
  • - Provide pupils’ with opportunities develop their scientific skills (observing, measuring, predicting, hypothesising, experimenting, communicating, interpreting, explaining and evaluating) through conducting investigations and experiments.

 At the end of each unit pupils will:

  • - Answer the Big Question in a piece of work or writing. This could include but is not limited to presenting the information in non-chronological report, poster or newspaper report.
  • - Self-assess their understanding of the unit and reflect on the scientific skills they have used.

 After each unit teachers will:

  • - Asses pupils’ understanding and knowledge of the unit
  • - Assess pupils’ scientific skills using Herts for Learning’s assessment tasks if appropriate.


What will this look like?

Through pupil voice we will see:

  • - Pupils express their passion for science by talking enthusiastically about their learning and sharing their knowledge and understanding of the three main areas of Science.
  • - Pupils explain and demonstrate how they support their peers during investigations and seek help from them when it is required.
  • - Pupils discuss how they have shown resilience during lessons and turned their mistakes in to successes.
  • - Pupils using a wide variety of scientific vocabulary and be able to use it to describe ideas, objects, and phenomena.

Through learning walks we will see:

  • - Pupils demonstrating their love of science through their high levels of engagement.
  • - Pupils discussing their learning and explain how it links to previous lessons.
  • - Pupils demonstrating their resilience by looking for solutions to problems they encounter.
  • - Pupils demonstrating their understanding of working scientifically and articulate what skills they are using in the lesson.
  • - Teachers using scientific vocabulary to support pupil’s development of scientific language.
  • - A clear sequence of lessons that allow pupils to acquire knowledge and use this to answer their big questions.

In the pupil’s learning we will see:

  • - A passion for Science through the quality of work produced.
  • - A clear sequence of lessons that are linked to the big question.
  • - A piece of work that answers the big question and demonstrates pupil’s understanding of the unit.
  • - Pupils using knowledge and skills from other subjects to support their learning.
  • - Differentiated activities that allow all pupils to make progress.
  • - Pupils reflecting on their learning and using it to support future learning.